Submitted to the Board of Examiner as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In English Department of Educational Faculty

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STUDENTS’ MASTERY ON ADJECTIVE ORDER TOWARD

THEIR TRANSLATION SKILL

(A Correlative Study in the Second Semester Students o f English

Department STAIN Salatiga in the Academic Year o f 2013 / 2014)

GRADUATING PAPER

Submitted to the Board of Examiner as a Partial Fulfillment of the

Requirements for the Degree of

Sarjana Pendidikan Islam

(S.Pd.I)

In English Department of Educational Faculty

SINTA AUNANA

113 10 093

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)

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w

JI. Stadion 03 Phone 029S 323 706 Salatiga 50721

Website: www.stainsalatiga.ac.id Email:administrasi@stainsalatiga.ac.id

DECLARATION

uIn the name o f Allah, The Most Gracious and The M ost M erciful”

Hereby the researchertruly declares that the graduating paper she wrote as a partial fulfillment o f the requirements for obtaining bachelor degree and submitted to the English Education Department constitutes her own original writing except quotations and summaries.

The researcher is capable to account this graduating paper if someday it can be proved o f containing others' ideas, or in other word, the writer imitates the others’ graduating paper.

Likewise, the declaration is made by the researcher and she hopes that this declaration can be understood.

Salatiga, September4th 2014 The writer

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MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) SALATIGA

Jl. Stadion 03 Phone 0298 323706 Salatiga 50721

Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga.ac.id

M aslihatul Um am i, S .P d l, M .A

The Lecturer of Educational Faculty

State Institute for Islamic Studies (STAIN) Salatiga

ATTENTIVE COUNSELOR NOTES

Case: Sinta Aunana’s graduating paper Salatiga, September 4 2014

A ssalam u’a/aikum Wr.Wb.

After reading and correcting Sinta Aunana’s graduating paper entitled “Students’ Mastery on Adjective Order toward Their Translation Skill (a Correlative Study in the Second Semester Students o f English Department STAIN Salatiga in The Academic Year o f 2013 / 2014)”, I have decided and would like to propose that if it could be accepted by the educational faculty, and I hope it would be examined as soon as possible.

W assalamu ’alaikum Wr. Wb.

Dear

The Head o f State Institute for Islamic Studies (STAIN) Salatiga

Counsultant,

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MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) SALATIGA

Jl. Stadion 03 Phone 0298 323706 Salatiga 50721

Website: www.stainsalatiga.ac.id Email: administrasi@stainsalatiga.ac.id

GRADUATING PAPER

STUDENTS’ MASTERY ON ADJECTIVE ORDER TOWARD THEIR TRANSLATION SKILL

(A Correlative Study in the Second Semester Students of English Department STAIN Salatiga in the Academic Year o f 2013 / 2014

CREATED BY: SINTA AUNANA

NIM: 113 10 093

Has been brought to the board of examiners of English Department of education faculty, State Institute for Islamic Studies (STAIN) Salatiga on October 1st and hereby considered

to completely fulfillment of the requirement for the degree of S 1

Boards o f examiners Head : Achmad Maimun, M.Ag.

Secretary : Sari Famularsih, M.A.

1st Examiner : Hanung Triyoko, M.Hum., M.Ed. 2nd Examiner : Rr. Dewi Wahyu M, S.S., M.P. 3rd Examiner : Rifqi Aulia Erlangga, M.Hum.

Salatiga, October 1st 2014 H ^d o f STAIN Salatiga

r

« L

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MOTTO

People will hate you, rate you, shake you and

break you. But how strong you stand is what

makes y o u .

(Unknown)

"And my success can only come from Allah. In

Him I trust, and unto Him I return,"

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DEDICATION

This graduating paper dedicates to:

My beloved father and mother (Bapak Isa Zahir and Mamak Imrori), who always give spirit and pray for me day and night.

My dearest sisters and brother (Sinna, Indah, Maera and Alba), who always cheer me up and motivate me to do my best.

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ACKNOWLEDGEMENT

Assalamu ’alaikum wr.wb

Alhamdulillahi Robbil 'cilamin, all praises be to Allah, the Lord o f the universe, by His blessing, the writer can complete this graduating paper as one o f the requirement o f Sarjana Pendidikan Islam (S.Pdl) in English Department o f the State Islamic Studies Institute (STAIN) Salatiga in 2014. Besides, our blessing and praises to our prophet Muhammad SAW. the best model for us.

The writer has taken efforts in this research. However, it would not be possible without the kind support and help o f many individuals and institution. Therefore, the writer would like to take this opportunity to express her profound gratitude and deepest regards for:

1. Dr. Rahmat Hariyadi, M.Pd, as the Head o f STAIN Salatiga. 2. Mr. Suwardi, M.Pd, as the Chief o f Education Faculty.

3. Mrs. Rr. Dewi Wahyu Mustikasari, M.Pd, as the Chief o f English Department, thanks for your knowledge and guidance.

4. Mrs. Maslihatul Umami S.Pdl, M.A, as the counselor o f this graduating paper. Thank for your guidance, support and suggestion for this thesis from beginning until end. Thank you for keeping the progress on schedule. Without your encouragement and guidance, this research could not be finished.

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6. The writer would like to place a deep sense o f gratitude to her family members who always be source o f inspiration during the completing o f this research. Thank to the beloved parents, Bapak Isa Zahir and Mamak Imrori, for giving not just financial but moral and spiritual support. The writer is forever indebted to her parents for their understanding, endless patience when it was most required. Her twin sister Sinna Aanaka, who together keep struggle in the graduating paper work, thank for being more than just best friend since birth, thank for every single help you give when the writer faced difficulties. Her young sisters and brother; Indah Asana, Zahra Khu Maera, Albabul Lathof Muhammad, who always share the joyful and laugh when she was down in the middle o f research.

7. All o f the writer's big family in Tingkir and Ambarawa for praying and supporting her for her success.

8. All o f the writer's friends o f TBI '10, especially lovely class D who gave many beautiful moments, laugh, care and love since joined in STAIN Salatiga four years ago.

9. All o f A1 Azhar Islamic Boarding House Family; the writer's teacher B u'e / Hj. Zulaicho, AH and her roommates for praying, happiness and sadness they shared together.

10. All people who gave a helping hand to the writer to finish this research. Your help means a lot.

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ABSTRACT

Aunana, Smta. 2014. “STUDENTS’ MASTERY ON ADJECTIVE ORDER TOWARD THEIR TRANSLATION SKILL (A Correlative Study in the Second Semester Students o f English Department STAIN Salatiga in the Academic Year 2013/ 2014)”. A Graduating Paper. Salatiga: State Institute for Islamic Studies (STAIN), August 2014. Counselor: Maslihatul Umami, S.Pdl, M.A

This paper concerns on the correlation o f students’ mastery on adjective order and their translation skill. Besides, the research is done to find out how is the students’ mastery on adjective order and how is their translation skill. The subject o f the research is limited to the second semester students o f English Department STAIN Salatiga. The data is taken from documentation and test from 30 respondents o f the population. The type o f the test is multiple-choice completion. The researcher constructed two multiple-choice test, they are adjective order test and translation test. Each testconsists o f twenty items with four options for every number. The respondents had to choose the correct one and eliminated the three wrong answers. Each numbers’ score is five. The techniques o f data analysis areconventional and statistical technique. Firstly, by using percentage formula the researcher calculated the data to find out how is students’ adjective order and how is their translation skill. The findings showthat students’ mastery on adjective order is good enough and the students’ translation skill is excellent. And then to measure the correlation between those two variables, the researcher used SPSS V. 21. From the calculation, the result o f correlation between both variables is 0.399 with the level o f significance is 0.029.To make sure, the researcher also calculated the data using conventional formula. The formula used is Product Moment Formulation from Karl Pearson. In the end o f calculating, the researcher finds out that the result is same with the result o f SPSS program, 0.399.It supports the hypothesis that there is a correlation between students’ mastery on adjective order and their translation skill, even it is weak.

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TABLE OF CONTENT

TITLE PAGE ...

DECLARATION ...

ATTENTIVE COUNSELOR NOTES

STATEMENT OF CERTIFICATION

M OTTO ... v

DEDICATION... vi

ACKNOW LEDGEM ENT... vii

ABSTRACT... x

TABLE OF C O N T E N T ... xi

LIST OF TA B EL... xiii

LIST OF APPENDIXES ... xiv

CHAPTER I INTRODUCTION A. Background o f the Study ... 1

B. Statements o f the Problem ... 3

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E. Benefit o f the Study ... 5

F. Definition o f Key T e rm s ... 6

G. Review of Previous Researches ... 10

H. Hypothesis... 12

I. Graduating Paper O u tlin e ... 12

CHAPTER 11 THEOR1TICAL FRAMEWORK A. Students" Mastery on Adjective O rd er... 14

B. Students' Translation Skill... 23

CHAPTER III METHODOLOGY OF THE RESEARCH A. Setting of the R esearch... 34

B. Method of the Research... 39

C. Data Presentation ... 47

CHAPTER IV DATA ANALYSIS A. Analysis o f D a ta ... 51

B. Discussion o f the Finding ... 63

CHAPTER V CLOSURE A. Conclusion... 66

B. Suggestion... 67 BIBLIOGRAPHY

CURRICULUM VITAE

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LIST OF TABLE

Table 2.1 Order o f Adjectives 18

Table 3.1 Chiefs, Academics and Administration Staffs o f STAIN 36

Table 3.2 The Number o f Students that Joined Translation 1 39

Table 3.3 The Number o f Students that Joined Translation I 40

Table 3.4 List o f Subject o f the Research 42

Table 3.5 Data o f Students'M astery on Adjective Order 48

Table 3.6 Data o f Students'Translation Skill 49

Table 4.1 Score o f Students’ Mastery on Adjective Order 53

Table 4.2 Score o f Students'Translation Skill 55

Table 4.3 The Accumulation Data o f the Students' Mastery on Adjective Order and their Translation Skill 58

Table 4.4 The Result Data 60

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LIST OF APPENDIXES

1. Instrument Test o f the Research

2. Sample o f Students" Work o f the Research

3. Students" Answers and Scores o f Variable X

4. Students' Answers and Scores o f Variable Y

5. Delegation Letter o f Counselor

6. Consultancy Paper

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CHAPTER I

INTRODUCTION A. Background of the Study

As an international language English becomes more and more important in the world in this era o f globalization. There are many books written in English form and many speeches also spoken in English. It is an international language that is used as a media o f communication internationally. That's why English is introduced into the curriculum and considered as the first foreign language to be taught at most o f schools in the whole world, and also in Indonesia.

English has been taught for many years in Indonesian schools since in playgroup up to the higher education. Even the government makes it as one o f tests in national final exam. Nowadays, English teachers find out that most o f the students still have poor translation skill. Realizing that language use is to communicate thoughts, ideas and feelings from a person to another, students should pay attention more on how it transforms the information and also in learning foreign language as a second language. Students need to understand first the meaning o f source language (SL) before they can translate it to the target language (TL).

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cultures with Indonesian. There are differences among grammatical structure, meaning of English's words and the pronunciation. For those reasons, the students are expected to have a good skill in translation so that it will be understandable.

We have already known that language is complex and unique. Each language has its own norms, including its grammar or structure. Structure is one o f elements taught in English lesson. There are many structures in English, and all has their roles that can't be ignored. The one that is still confusing the students because o f its order is "Adjective". An adjective is traditionally defined as "a word that modifies noun or a pronoun” (Allen, 1972:11). It is easy for students to translate an adjective o f a noun into Indonesian by looking up in dictionary if it stand alone, but they will not easy to comprehend when they find a noun modified by more than one adjective. In English, it’s common to use more than one adjective before a noun. For example, “He is a silly young fo o F or “She is a smart energetic

woman”. When you use more than one adjective, you have to put them in the right order, according to the type. The type or the categories has been established properly. Indonesia students usually get difficulties to compose, comprehend and translate them orderly.

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has two reasons why she chooses second semester students as subject. The first reason is those students have already studied adjective order more deeply when they were in senior high school. The second is they also already have joined translation subject. They are used to translate articles at that time, so it isn’t difficult for them to translate sentences. That's why, the second semester students are expected to do the instrument test correctly.

Because o f the above reasons, the researcher is interested in analyzing whether there is correlation o f students’ mastery on adjective order toward students’ translation skill. This research is given a title “STUDENTS' MASTERY ON ADJECTIVE ORDER TOWARD THEIR TRANSLATION SKILL (A CORRELATIVE STUDY IN THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF STAIN SALATIGA IN THE ACADEMIC YEAR OF 2013/2014)”.

B. Statements of the Problem

Based on the background o f the study, the writer would like to compose problems as follow:

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2. How good is the students' translation skill in the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014?

3. How far is the correlation between students’ mastery on adjective order toward translation skill in the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014?

C. Objectives of the Study

According to the statements o f the problem, the objectives o f the study are as follows:

1. To know how good is the students’ mastery on adjective order in the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014.

2. To know how good is the students’ translation skill in the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014.

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D. Limitation of the Study

To make focus in this research, it is necessary for the researcher to limit the problem. This research is restricted on the analysis of the correlation between students’ mastery on adjective order toward translation skill. This research is conducted to the second semester students of English Department of STAIN o f Salatiga in the academic year o f 2013/2014.

E. Benefit of the Study

Through this research, the researcher hopes that it can give advantages. This research is expected to give theoretical and practical benefits.

1. Theoretical

The result of the study can be used as the additional reference for those who want to make a research in English teaching and learning process. The finding of this research also can enrich the reference of teaching English especially in teaching structure.

2. Practical

a. For the writer

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b. For the English teacher

The result o f this research can be useful references for English teacher in teaching translation focusing adjective order. The writer hopes that the teachers realize the importance o f mastery adjective order in translating English sources besides giving information about language learning, especially in adjective order lesson. The teacher can do improvisation and create their creativity to teach in various methods in order to increase students' comprehend about adjective order and translation.

c. For the English students

The finding o f this research can enrich students' information about adjective order and its importance to mastery it toward translation. Students will be motivated to study and mastery further about adjective order in order to improve their capability on translation.

F. Definition of Key Terms

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1. Mastery

The term o f mastery from some experts has differences. According to John M. Echols and Hassan Shadily (1998: 374), mastery is achievement o f knowledge. While in accordancewith As Hornby (1987: 523), mastery is complete control o f knowledge.

2. Adjective

Arthur Melville Clark in the Spoken English o f Idiomatic Grammar

(1958: 64) defined that "An adjective is a word that qualifies or tell us something about: a noun, a pronoun, an adjective or participle used as a noun, a phrase used as a noun, or a clause used as a noun".In accordance with to Homer C. House (Descriptive English Grammar, 1950: 109) an adjective is used with a noun or other substantive as a modifier to describe or define it.

In addition, Marcella Frank in her book (1972: 109) said “Adjective is a modifier that has the grammatical property o f comparison, its usual position is before the noun it modifies".

3. Adjective order

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types o f adjectives occur in a certain order. The exception to this is with adjectives of general description and those o f physical state (size, shape, color), where their order may be reversed.

When using multiple adjectives in a sequence, we must be aware o f the correct adjective order. Based on the (www.estrellamountain.edu/faculty/stonebrink/ESL022/Paired%20Adiecti ves.htm) writen by Chris McCarthy) the proper order o f adjectives is listed below along with some examples for each category.

a. Determiners: a, an, the, my, your, several, etc,

b. Opinion: funny, lovely, boring, stimulating, etc,

c. Size: tiny, small, huge, etc, d. Age: old, new, ancient, etc,

e. Shape: round, square, rectangular, etc,

f. Color: red, blue, green, etc,

g. Origin: British, American, Mexican, etc,

h. Material: gold, copper, silk, etc,

i. Purpose: sleeping, rolling, fishing, etc.

4. Translation

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The definition o f translation is explained in many reference books, as in Oxford Advanced Learner's Dictionary o f Current English. The word "Translation" (a noun) comes from the word “to translate" (a verb) which means giving the meaning o f another language (Hornby, 1987: 919). In the book o f Seni Menerjemahkan by Widyamartaya (1989: 11), she wrote:

Secara lebih sederhana, menterjemahkan - dapat didefenisikan sebagai memindahkan suatu amant dari bahasa sumber ke bahasa penerima (sasaran) dengan pertama-tama mengungkapkan maknanya dan kedua mengungkapkan gaya bahasanya.

(Shortly, translating can be defined as transfering the source language message to the receptor language, firstly in expressing the meaning and secondly in the style).

The explanations above can be concluded that translation is a process of transferring thoughts, ideas, and message to the target language as equivalent from the source language, whether the languages are written or oral form. The process o f translation has to be considered in the message first, than in term o f style and structure.

5. Skill

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G. Review of Previous Researches

In this graduating paper, the writer takes review o f related literature from other graduating papers as comparison. They are as follows:

The first related research entitled: "A Correlation Study Between Vocabulary Mastery and Grammatical Competence towards Translation Skill of the Second Year Students o f SM U Muhammadiyah 4 Andong Boyolali in the Academic Year o f 03/04” was done by Shofwan, a student o f Islamic University o f STAIN Salatiga, 2003. The objective o f the study was to find out whether there are any correlations between mastery vocabulary and mastery grammatical with the translation mastery or not. He found the fact that both have significant correlation toward translation ability. In translation, the grammar and the vocabulary mastery o f both the SL and the TL really play an important role. It can be said that the result o f translation depends much on their grammar and vocabulary mastery.

The second paper was done by Nurdiyana L i n d a ^ r r t r t k d ^ 7 ^ Influence o f Students' Reading Comprehension toward Their Translation Mastery o f the First Year Students o f SM K Negeri 1 Tengaran in the Academic Year o f 08/09”. The aim was to find out the influence of reading comprehension toward students' translation mastery. She concluded that thereis positive and significant influence between students' reading comprehension toward heir translation mastery.

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Translation Skill (A Correlative Study o f the Sixth Semester Students o f English Department o f STAIN Salatiga in the Academic Year Of 11/12”. The purposes of the research were to know whether there is influence o f students' mastery on phrasal verb toward students’ translation skill. The methodology of the study was quantitative research. The result o f the study showed that there was significant correlation between the students' mastery on phrasal verb toward their translation skill. Those facts implied that the students' mastery on phrasal verb can give positive influence toward their translation skill.

The last was Ratna Irawati's paper entitled: “The Influence o f Students' Mastery on Absolute Construction Toward Students' Translation Skill (A Correlative Study in the Eight Semester Students o f English Department o f STAIN Salatiga in the Academic Year 12/13)''. The aim o f the research was to know whether there is influence o f students’ mastery on absolute construction toward students’ translation skill. There was positive correlation between students' mastery on absolute construction toward their translation skill. It can also be concluded that students' mastery on absolute construction has significant influence toward their translation skill.

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and its influence in translation skill with the title “Students’ Mastery on Adjective Order toward their Translation Skill (A Correlative Study in the Second Semester Students o f English Department o f STAIN Salatiga in the Academic Year o f 2013/2014)”. The purpose is to know whether there is influence o f students’ mastery on adjective order toward students’ translation skill in the second semester students o f English Department of STAIN Salatiga in the academic year o f 2013/2014.

H. Hypothesis

Hypothesis is a tentative answer to the research problem (David Nachiamas. 1996:66). This research is a correlative study and belongs to quantitative research. Then for this research, the writer has hypothesis that there is a correlation between students’ mastery on adjective order toward translation skill on the second semester students o f English Department of STAIN Salatiga in the academic year o f 2013/2014.

I. Graduating Paper Outline

As a guidance o f writing the Graduating Paper, the writer will convey the Graduating Paper Outline. This paper is composed systematically into five chapters as follows:

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CHAPTER II

THEORETICAL FRAMEWORK A. Students’ Mastery on Adjective Order

1. Mastery

The term mastery from some experts has differences. Jhon M. Echols and Hasan Shadily (1998: 374) in their book stated that mastery is achievement o f knowledge. While according to As Hornby (1987: 523) mastery is complete control o f knowledge. In the same line, Webster (1974: 586) defined that mastery is the state o f having control over something, superiority in competition, victory and eminent still or through knowledge.

Finally from the some above definitions, it can be concluded that mastery is an achievement o f knowledge certain subject.

2. Adjective

a. The General Description of Adjective

Words have traditionally been classified into pats o f speech; noun, adjectives, verbs and adverbs are the four largest groups.

Adjectives in English are not inflected for gender and number. They have no singular and plural forms, and they do not agree with their nouns in gender (Hall, 1993: 9).

Arthur Melville Clark in the Spoken English o f Idiomatic Grammar

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something about: a noun, a pronoun, an adjective or participle used as a noun, a phrase used as a noun, or a clause used as a noun".

According to Homer C. House (Descriptive English Grammar, 1950: 73) an adjective is used with a noun or other substantive as a modifier to describe or define it. Wren and Martin (1995: 109) explained that an adjective is a word used to add something to the meaning o f a noun.

In the same line, Marcella Frank (1972: 109) in her book said "Adjective is a modifier that has the grammatical property o f comparison, its usual position is before the noun it modifies, but it fills other positions as well'’.

b. Types of Adjectives

As mentioned by Frank in her book (1972: 110) there are two types o f adjectives, namely:

1) Determiners

Determiners consist o f a small group o f structure words without characteristic form.

a) Articles: the, a, an

b) Demonstrative adjectives: this (plural those), that (plural those)

c) Possessive adjectives

• From pronouns: my, your, one ’s, etc

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d) Numeral adjectives

• Cardinal '. four, twenty-five, one hundred, etc

• Ordinal: fourth, twenty-fifth, one hundredth, etc

e) Adjectives o f indefinite quality: some, few, all, more

t) Relative and interrogative adjectives: whose, what, which

All o f these determiners except the articles and possessive adjectives o f the personal pronouns may function as pronouns when not followed by nouns.

2) Descriptive Adjectives

a) Proper adjectives: a Catholic church, a French dish, a Shakespearian

b) Participial Adjectives

• Present participle: an interesting book, a disappointing experience, a charming view, a trifling gift

• Past participle: a bored student, a worn tablecloth, a tired house wife, a spoiled child

c) Adjective compounds • With participles

Present participle: a good-looking girl, a heart-breaking story, a Spanish-speaking student, a long-suffering

widow’

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With -ed added to nouns functioning as the second element o f a compound. The first element is usually a short adjective. For example: absent-minded, ill-tempered, ready-made clothes.

3. Adjective Order

a. The General Concept o f Adjective Order

Adjectives allow writer to describe a particular noun using color, taste, shape, size and other important details they can add to a noun. Warriner (1982: 45) pointed out that adjective is a word that modifies a noun or pronoun. Adjectives limit or qualify nouns or pronouns by telling what kind, which one, how many or how much.

It is essential to use adjectives to describe a noun or pronoun. Good writers and speakers are able to use adjectives to create clear, mental images for the reader or listener. Using multiple adjectives to describe something is recommended to use even it will sound a little awkward using more than three physically descriptive type adjectives in sequence.

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1) Determiner

Determiners always come before the noun. These words are used as specifier. Determiner limits the meaning or describes the noun which is placed in front o f the noun (Riyanto, 2010: 40). Hall (1993: 11) added that determiners are words which precede nouns and place the nouns in various categories, they are a, an and the. A

and an are called the indefinite articles, as they do not indicate a specific noun; whereas, the is called the definite article, because it does point to a specific noun.

Sholahudin (2008: 221) jotted down the kinds o f determiner as follows:

a) Counter and measurer

Determiners which describe the countable noun: Indefinite article: a, an

Cardinal number: one, two, three, etc. Ordinal number: first, second, third, etc

Few, a few, many, many more (comparatives degree),

most (superlative degree)

No

Both

All

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b) Quantifier

Determiners which describe uncountable noun:

Much more (comparatives degree), most (superlative degree)

No

All

Some, any, enough

c) Pointer

Determiners which describe either uncountable noun or countable noun:

• Demonstrative: this, that, these, those

Either, neither

• Definite article: the

d) Possessive

Determiners which describe possessive pronoun, for example: my, your, our, this, his, her, and its.

2) Observation / Opinion

An opinion adjective explains what somebody thinks about something (not everyone may agree). Opinion adjectives are divided into two types as follows:

a) General opinion

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b) Specific opinion

It is used to describe particular kinds o f noun: Food: tasty, delicious

Furniture, buildings: comfortable, uncomfortable

People, animals: clever, intelligent, friendly

We usually put a general opinion in front o f a specific opinion. See the example sentences below:

Nice tasty soup.

A nasty uncomfortable armchair.

A lovely intelligent animal. 3) Physical Description

a) Size

Size adjective tells how big or small something is. It includes comparative and superlative adjectives.

Height; e.g. Tall, short, high, low; taller, tallest

Width; e.g. Wide, narrow, thin, slim; wider, widest Length; e.g. Long, short; longer, longest

Volume; e.g. fat, huge; fatter, fattest

b) Age

An age adjective tells how young or old something or someone is. For example: ancient, new, young, old, middle-aged, etc.

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A shape adjective describes the shape o f something. For example:

square, round, flat, rectangular, circular, triangular, oval, etc.

d) Color

A color adjective is used to describe color o f something; blue, pink, yellowish, reddish, colorless, dark-green, pastel, etc.

4) Origin

After the adjective o f color, come adjective that place nouns in a category. Typical o f these adjectives are the adjective o f nationality/origin; French, Spanish, Italian, American, Mexican, Chinese, etc. They are always written with a capital letter in English. For example: The black Canadian bear, or The British

reference books. 5) Material

A material adjective describes what something is made from; e.g. wooden, metallic, woolen, silk, gold, plastic, steel, etc.

The examples in sentence are “They receive several gold coins” or “My father lives in an ancient brick house”.

6) Purpose

A purpose adjective tells what something is used for. These adjectives often end with “-ing”. For example: folding, swinging, sleeping, rolling, walking, fishing, etc.

7) Noun (Head word)

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B. Students’ Translation Skill

1. The General Description of Translation

Translation is very important because this is one o f the ways to understand the meaning o f foreign language being learned. Due to that fact, we should initially understand what the translation is and how to translate a sentence.

The definition o f translation is explained in many reference books, as in Oxford Advanced Learner’s Dictionary o f Current English. The word ‘Translation” (a noun) comes from the word “to translate” (a verb) which means giving the meaning o f another language (Hornby, 1987: 919). In the New Grolier Webster International Dictionary (1974: 1047), it is stated that translation is defined as the act o f translating, the process o f turning into another language which is produced by turning into another language.

In the book o f Seni Menerjemahkan by Widyamartaya (1989: 11), she wrote:

Secara lebih sederhana, menterjemahkan dapat didefenisikan sebagai memindahkan suatu amant dari bahasa sumber ke bahasa penerima (sasaran) dengan pertama-tama mengungkapkan maknanya dan kedua mengungkapkan gaya bahasanya.

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In the same book, Eugene A. Nida and Charles R. Taber (in Widyamartaya, 1989: 11) defined that translation consist in reproducing in the receptor language the closest natural equivalent o f the source language message, first in terms o f meaning and secondly in terms o f style. Therefore the translator must emphasize the meaning and equivalence rather than identity the source language or source text.

Catford (in Widyamartaya, 1989: 12) supported, “Translation is the replacement of the textual material in one language (the source language/ SL) by equivalent textual material in another language (the target language/ TL)”. In this definition, there are two important terms; they are “textual material” and “equivalent”. Textual material means that not all source language texts are translated or replaced by the target language equivalents. The term “equivalent” is clearly a key term between the source language and the target language which the translator should find (Budianto and Fardhani, 2010: 1). Furthermore Larson (in Simatupang, 1999: 3) added the requirements o f an ideal translation, they are:

a. Accurate: reproducing as exactly as possible the meaning o f the source text.

b. Natural: using natural forms o f the receptor language in a way that is appropriate to the kind o f text being translated.

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To sum up Savery (in Martono and Ngadiso, 1995 in Irawati, 2013: 1) stated that translation is made possible by an equivalent o f thought or content that lies behind its different verbal expressions. The ideas o f the two different verbal expressions must be equivalent. The thought expressed in the source language and that expressed in the target language must be equivalent.

From those above explanations, we have the same term “equivalent”. It can be conclude that translation must have the same message in the second language. It is a process o f transferring meaning, thoughts, ideas, content and message to the target language as equivalent from the source language, whether the languages are written or oral form. The process of translation has to be considered in the message first, than in term o f style and structure. In translation meaning should be given the highest priority, so the translator should emphasize the meaning and equivalence first rather than identify the source language.

2. The Types of Translation

In his book, Nababan (1999: 30) described some types o f translation as follows:

a. Word for Word Translation

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implemented when the source and the receptor language have the same sentence structures. For the examples:

• I will go to beach tomorrow. (Saya wakan pergi ke pantai besok)

• I like fishing. (Saya suka memancing)

b. Free Translation

To translate with free translation, a translator has to understand the main idea o f the source language text and then describes it to the receptor language. Idiomatic expressions and proverbs are often translated freely. Free translation makes the translator feel free to describe the idea without change the meaning. For the examples:

• To play truant. (membolos)

• To kick something around. (membahas)

• Killing two birds with one stone. (menyelam sambil minum air)

c. Literal Translation

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English sentence

Word-for-word Translation

Literal Translation

Free Translation His heart is in

the right place

Kepunyaanya hati adlah dalam itu benar tempat

Hatinya berada di

tempat yang benar Dia baik hati

d. Dynamic translation

It is transferring the main idea o f source language to target language by common expressions. The use o f uncommon and strange expressions should be avoided. It gives the priority to the main idea expression and specific target language, e.g. the sentence ‘The author has organized this book since 1995.’ is not common when translated to be: ‘Penulis mengorganisasi buku ini sejak 1995 \ The use o f “M engorganisasi” is not common. We usually use the word ‘Menyusun’ as the common translation o f the word ‘to organize’.

e. Pragmatic Translation

It prioritizes the correctness o f the source language and the receptor language information translation. It does not depend on esthetic values. For the example:

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(White Cross Baby Powder lembut dan halus menyerapkelembaban menjaga kesegaran dan kenyamanan bayi anda. Mangandung Chlorhexidine 0,038 % antiseptik yang banyak digunakan di rumah sakit dan klinik).

In this type o f translation, a translator more focuses on the transferring information rather than the translation form. If needed, the translator will add more information to make it clear for readers. In the above translation, the translator adds the word “0,038 %” to clarify the meaning.

f. Esthetic-Poetic Translation

The translator does not only give a priority to transfer the information, but also to impression, emotion and feeling by considering esthetic values o f target language.

g. Ethnographic Translation

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Translators usually write the original word when the words cannot be translated,

h. Linguistic Translation

It is the translation that contains implicit linguistic information in source language that is changed to be explicit, and in the transfer meaning it use the. Generally, linguistic translation is applied if there is an equivocal form in the source language. The translator has to change the equivocal sentence in the deep structure to make it clear before translate it into target language. The application o f reflect transformation and meaning component analysis is needed because there is a possibility o f facing two sentences in same surface structure but have different deep structure. For the example:

Surface Structure Deep Structure

a. Harry is willing to help. b. Harry is difficult to help.

Harry is willing to help one. Harry is difficult for one to help.

i. Communicative Translation

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• I would admit that I am wrong. {Saya mau mengakui bahwa saya salah)

{would in the sentence express a willing to do something) • I will admit that I am wrong. (Saya akan mengakui bahwa

saya salah)

{will in the sentence express something to do)

Semantic translation is focused on the most suitable word for the receptor language that pays attention to the source language culture, e.g. Differences in using word ‘dad’ and ‘sir’. Although the words are used to call the same person, the meaning is still different; “dad” means “papa” and “s ir ” means ‘P a k \

3. The Process of Translation

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The process o f translation can be defined as the activity o f translation. The translation process usually is used by a translator as a guide in translating text from the source language to the target language.

Dr. Ronald H. Bathgate in his book entitled A Survey o f Translation Theory (in Widyamarta, 1989: 34), stated that there are seven steps in translating process namely:

a. Tuning

Translator needs to get the feel o f the text to be translated first. Each register demands a different author background, different choice o f words, so the translator needs to study the background literature.

b. Analysis

Translator can start to analyze each sentence in turn and split it up, then to establish the syntactic relations between the various elements o f the sentences.

c. Understanding

After having analysis, the translator will try to understand and respond the text he translates (both in form and content). d. Terminology

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e. Restructuring

The translator constructs a new form which is in accordance with good usage in the TL.

f. Checking

The translator asks an expert o f translation to check, command and suggest o f his draft if there are typing errors to get revised.

g. Discussion

It is a good way to end the translation process with a discussion between the translator and some experts.

On the other hand, Nababan (1999: 25) also described three steps o f translation, as follows:

a. Source Language Text Analysis

It starts form reading the source language text in order to understand the linguistic and extra-linguistic elements o f the text. Language analysis implemented to source language includes some levels, they are: level o f sentence, clause, phrase, and word. Understanding the levels is the main thing to have for understanding the whole text.

b. Transfer Meaning

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express them both in spoken or written way. In this step, the equivalence is the goal,

c. Restructuring

Kridalaksana (1984, in Nababan, 1999: 28) stated that restructuring is changing the transferring process to the suitable stylistic form o f receptor language, reader or listener. It points out that a translator must pay attention to kinds o f language to determine the suitable receptor language style. It is also important to see about who the receptor language is.

Restnictnrinp

3

>

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CHAPTER III

RESEARCH METHODOLOGY A. Setting of the Research Subject

1. The Profile of State Institute of Islamic Studies (STAIN) Salatiga State Institute o f Islamic Studies (STAIN) Salatiga is an institute under the Religious Department o f Republic o f Indonesia which implements academic education and professional in the range o f Islamic knowledge. STAIN Salatiga has two campus buildings in Salatiga, in St. Tentara Pelajar No. 2 and in St. Nakula Sadewa No. 9. In the early, STAIN was one o f branch from IAIN Walisongo. Then based on Presidential Decree o f Indonesia N o ll, March 21st 1997 the institution was changed into STAIN Salatiga as an independent institution (STAIN Salatiga’s Academic Guiding Book, 2013:1).

a. Faculty and Study Programs

STAIN Salatiga has some kinds o f faculty which relate to Islamic knowledge principal. Based on Academic Guiding Book (2013: 12), those faculties are as follow:

1) Educational Facuity (Tarbiyah)

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also have a competence to be a teacher. The study programs o f this faculty are:

a) PAI (Department o f Islamic Education) b) PBA (Department o f Arabic Education) c) TBI (Department o f English Education)

d) PGMI (Department o f Education o f Islamic Primary School’s Teacher)

e) PGRA (Department o f Islamic Kindergarten’s Teacher) f) (KPI) Islamic Communication and Broadcast Department g) Extension Program (Transfer)

2) Law Faculty (Syari ’ah)

Law faculty, which has a function to carry on an academic and professional education, is aimed to educate the graduate students that have both Islamic law and judicature court (Ahwal al Syakhsiyyah) skills. This faculty has four study programs, namely: a) Ahwal Al-Syakhsiyyah (Department o f Judicature Court) b) PS D III (Department o f Diploma Islamic Banking) c) PS SI (Department o f Scholar Islamic Banking) d) HES (Department o f Islamic Economy)

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3) International Class Program (KKI)

Since the academic year o f 2010/2011, STAIN Salatiga found International Class Program as one o f the faculty. This program contains o f students from different faculty, either Educational or Law faculty that pass the selection test. They are prepared to be teachers in international job field. The curriculum is based on each study programs. It means that the degree will be given in accordance with theirs study programs.

4) Postgraduate Program

Postgraduate program is founded in order to response the society need o f better educational quality in Indonesia, especially in Islamic Department to create the professional lectures, teachers, supervisor and beadle. This program is opened based on the Director General o f Islamic Education Religious Ministry Decree No. Dj.I/818/2010, November 22nd2010.

b. Chiefs, Academic and Administration Staffs of STAIN Salatiga in the Academic Year of 2013/2014

The chiefs, academics and administration staffs o f STAIN Salatiga are described as follow:

Table 3.1

Chiefs, Academics and Administration Staffs of STAIN Salatiga

No. Position Name

1. The chief of STAIN Salatiga Dr. Imam Sutomo, M.Ag 2. The Academic Affair Dr. Rahmat Hariyadi,

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3. The Administration Affair Drs. Miftahudin, M.Ag 4. The Students Affair Drs. Agus Waluyo, M.Ag 5. The Chief of Public Affair Drs. Jumadi

6. The Chief of Administration Diyah Rochati, S.E 7. The Chief of Official and Accounting Affair Karjan, S.Pd., MM 8. The Chief of Academic and Students Affair Muzayin, S.Ag 9. The Chief of Library Unit Sudiyanto, S.H 9. The Chief of Computer Unit M. Muqtafin, A.Md 10. The Chief of Educational Faculty Suwardi, M.Pd

11. The Secretary of Educational Faculty Benny Ridwan, M.Hum 13. The Chief of Islamic Department Dra. Siti Asdiqoh, M.Pd 14. The Chief of Arabic Department M. Hafidz, M.Ag

15. The Chief of English Department Maslihatul Umami, S. Pdi, M.A

16. The Chief of Transfer Program Drs. Djoko Sutopo 17. The Chief of Islamic Primary School Teaching

Department

Drs. Sumamo Widjadipa, M.Pd

18. The Chief of Islamic Kindergarten’s Teacher Department

Wahidin, S.Pd.I., M.Pd 19. The Chief of Islamic Communication and

Broadcast Department

Dra. Maryatin M.Pd 20. The Chief of Law faculty (Syari’ah) Drs. Mubasirun, M.Ag 21. The Secretary of Law Faculty Dra. Siti Zumrotun, M.Ag 22. The Chief of Judicature Court Department Ilya Muhsin, S.HI, M.Ag 23. The Chief of Islamic Banking and Accounting

Department (SI)

Faqih Nabhan, S.E, M.M 24. The Chief of Islamic Banking Department (D

JH )_____________________________________

Abdul Aziz, N.P., M.M 25. The Chief of Islamic Economy Department Nafis Irhami, M.Ag 26. The Chief of Al-Quran and Tafsir Department Miftachur R if ah, M.Ag 29. The Chief of Islamic Cultural History Sukron Ma’mun S.H.I,

M.SI

30. The Chief of International Class Program Setia Rini, M.Pd 31. The Director of Postgraduate Program Drs. H. Sa’adi, M.Ag 32. The Assistant Director 1 Dr. Zakiyuddin, M.Ag 33. The Assistant Director 2 Asfa Widiyanto, MA., Ph.

D 34. The Chief of Research and Society Service

Center

Dr. Adang Kusyawa, M.Ag

35. The Secretary of P3M Jaka Siswanta, M.Pd Moh. Khusen, M.Ag., MA 36. The Chief of Scientific and Publication Center Drs. Abdul Syukur, M.Si 37. The Secretary of Scientific and Publication

Center

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39. The Secretary of Language Development Unit Yahya, S.Ag

Ari Setiawan, S.Pd., MM 40. The Chief of Teaching Source Development

Center

Drs. Ahmad Sultoni, M.Pd 41. The Chief of Students Guidance Unit Drs. Bahroni, M.Pd 42. The Secretary of Students Guidance Unit Fatchurrohman, M.Pd

Rovi’in, M.Ag

43. The Chief of Practicum Development Center Ahmad Maemun, M.Ag 44. The Secretary of Practicum Development Center M. Gufron, M.Ag

45. The Chief of Informational Management Center Hikmah Endraswati, M.Si 46. The Secretary of Informational Management

Center

Haryo Aji Nugroho, MA 47. The Chief of Laboratory Dr. Winamo, M.Pd 48. The Chief of Students’ Activities Guiding Mukti Ali, M.Ag

STAIN Salatiga’s Academic Guiding Book (2013: 15-19).

c. The Profile of English Department of STAIN Salatiga in the Academic Year of 2013/2014

W ritten on http://stainsalatiga.ac.id/iurusan/iurusan-tarbuvah/tadris-bahasa-inggris-pbi/, English Department has an objective to produce future moslem scholars who have ability in teaching English in primary and intermediate school. In the academic year o f 2013/2014 there are 156 students on 5 classes.

2. The Profile of second semester students of English Department of STAIN Salatiga in the Academic Year of 2013/2014.

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Table 3.2

The Number of Students that Joined Translation I

No. Group Total

1. TBI A 27

2. TBI B 20

3. TBI C 35

4. TBI D 35

5. TBI E 35

Total Number 152

The presence list o f each group on the academic year o f 2013/2014

B. Method of the Research 1. Type of the research

The type o f the research is the quantitative research. Arikunto (1998: 251) stated that quantitative research focuses on the analysis with numerical data (numeral) that is commonly the data proceed by statistic formula. The writer finds the significance o f relationship between variables using the quantitative research.

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1987: 114). Therefore, the writer looks and analyzes at the relationship between those two variables.

2. Subject of the research

The subjects o f the research were the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014. The following are the explanation to clarify the subject o f the research:

a. Population

Population is whole o f research subject (Arikunto, 1993: 115). Arikunto added another definition o f population from Encyclopedia o f Educational Evaluation in her book (1993: 115) that it means as a set (or correlation) o f all elements possessing one or more attributes o f interest. Furthermore, Sutrisno Hadi (1998: 220) stated that Population is number o f people or individual who has at least the same characteristic. In this research, the population o f the research is all o f the second semester students o f English Department o f STAIN Salatiga in the academic year o f 2013/2014 that joined Translation I. The total numbers o f the students arel52 students.

Table 3.3

The Number of Students that Joined Translation I

No. Group Total

1. TBI A 27

2. TBIB 20

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4. TBI D 35

5. TBI E 35

Total Number 152

The presence list o f each group on the academic year o f 2013/2014 b. Sample

Lodico, Spaulding and Voegtle (2006: 143) explained sample as a smaller group selected from a larger population that is representative o f the larger population. Samples allow researchers to work with a smaller, more manageable subgroup o f the realistic population. In this case, Arikunto (1998: 115-200) stated that population is whole subjects o f investigation, and sample is a part or representative population, which is investigated. He added that if the participants o f the study are more than one hundred, the researcher could take sample 10-15% o f them, and in case the population is a big account so that the researcher take sampling in this research.

In the second semester students o f English Department o f STAIN Salatiga has five classes which the total number o f students are 156 students.

c. Sampling

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and independent chance to be selected. This means that when a person is selected, it does not affect the chances o f anyone else being selected.

The writer takes 30 students o f second semester students as the subject o f the research. Here is the detail data:

Table 3.4

List of Subjects of the Research

No. Student Number Name

1. 113-13-002 Siti Soffiani 2. 113-13-005 Atiq Mustamiddah 3. 113-13-009 Tiya Erisanti 4. 113-13-015 Siti Sarifah 5. 113-13-016 Nurina Elfa Putri

6. 113-13-017 Kumia Dewi

7. 113-13-020 Afidhatus Solikhatul Khoirana 8. 113-13-025 Siti Munawaroh

9. 113-13-026 Wiji Astuti

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23. 113-13-128 Fifin Susantri 24. 113-13-130 A am Amaliah 25. 113-13-131 Betik Nurwidyawati 26. 113-13-133 Risa Tofantisari 27. 113-13-137 Indy Lutfiatun Nashihah

28. 113-13-138 Maria Ulfa

29. 113-13-139 Advalina August 30. 113-13-147 Isti Wulan Khosidah

3. Method of Collecting Data

To obtain the data, the writer uses quantitative research approach. So the researcher takes documentation first and then test as main method.

a. Documentation

It is a finding data process about variables in notes, book transcript, and so on (Arikunto, 1998: 202). In the same line, Hopkins (1993: 140) added that the document surrounding curriculum or other educational concern can illumine rationale and purpose in interesting ways. This method is used as a technique to know the condition o f teachers, officers, students and location o f school.

The researcher completes the research data by using document to explain about the school and the data which is needed for this research. The researcher asks the school to give complete data, so this research produces a result.

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which is given to a person, which the purpose is to get answer which is used to decide a score number (Margono, 2004: 170). The result o f the test is used to measure skill, knowledge, intelligence, ability and aptitude owned by an individual or group. Through the test, the writer will be able to know and measure the accuracy o f their mastery on adjective order.

In this research, the writer uses multiple-choice completion. As stated by Madsen (1983: 16), a multiple choice completion is a kind of item constructed by deleting a word from a sentence. It makes students depend on context clues and sentence meaning. Each question consists o f four alternatives. The alternatives include one correct answer and three wrong answers. Moreover, multiple-choice test can be scored objectively and can measure learning out come directly.

The researcher constructs two tests to examine the students’ ability based on the variables o f the study stated on the objectives o f the research. The test is focused on the adjective order and translation skill. The first is the adjective order mastery test, which consists o f 20 items. The second is the student’s translation skill. The students are asked to translate 20 items that also contains o f adjective order into Indonesian equivalent. These tests are created to show their mastery in adjective order and their skill in translation.

44

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CHAPTER IV DATA ANALYSIS

This chapter is the presentation o f the findings and the discussion o f the study in detail. The research findings are the data collected from the test for the two variables. In this research there are two variables which are analyzed; the students’ mastery on adjective order as the independent clause (x) and the students’ translation skill as the dependent clause (y). After all in the end of this chapter is the discussion o f the research findings.

The analysis o f data is the answer o f the objectives of the study. As mentioned in Chapter I, the objectives are:

1. To know how good is the students’ mastery on adjective order in the second semester students of English Department STAIN Salatiga in the academic year o f 2013/2014.

2. To know how good is the students’ translation skill in the second semester students o f English Department STAIN Salatiga in the academic year o f 2013/2014.

3. To know how far is the correlation between students’ mastery on adjective order toward students’ translation skill in the second semester students o f English Department STAIN Salatiga in the academic year of 2013/2014.

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analysis. The two variables were examined statistically and compared to know whether the correlation is significant or it only happen by chance.

A. The Analysis of Data

Having finished the field research, then the writer used statistic calculation to analyze the collected data. The writer used percentage formula to find out how good is the students' mastery on adjective order and students' translation skill. The formula is as follows:

P= -X 100%

N

Explanation: P = the percentage F = the frequency

N = the number o f subject

1. Students’ Mastery on Adjective Order

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Tabic 4.1

Score of Students’ Mastery on Adjective Order

No. Name Score

1. Siti Sofriani 65

2. Atiq Mustamiddah 50

3. Tiya Erisanti 70

4. Siti Sarifah 80

5. Nurina Elfa Putri 70

6. Kumia Dewi 60

7. Afidhatus Solikhatul Khoirana 80

8. Siti Munawaroh 90

9. Wiji Astuti 70

10. Monica Lolita Meity 40

11. Fitri Nazilah 60

12. Toyi Ambarwati 80 13. Arina Nurul Izzah 60 14. Agustina Ridho Utami 80

15. Nadya Rizky 90

16. Umi Rodhiyah 85

17. Deliana Wahyu Pradesi 60 18. Ailing Sulistyaningsih 60

19. Ina Kurniawati 50

20. Rateh Ambarwati 80 21. Siti Nur Hanifah 65

22. Joko Kriyanto 70

23. Fifm Susantri 70

24. Aam Amaliah 70

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28. Maria Ulfa 85 29. Advalina August 60 30. Isti Wulan Khosidah 80

£ x = 2100

After getting the test result and the students’ score o f mastery on adjective order, the writer went to the next step which is finding the percentage o f the test result. Haris (1969: 134 in Sari, 2012: 54) divided mastery into four levels, they are:

80% -100% = Excellent 60% - 70% = Good 50% - 59% = Fair 0% - 40% = Poor

To get the percentage o f students’ mastery on adjective order o f second semester students o f English Department STAIN Salatiga in the academic year o f 2013/2014, the writer used the formula below to show the percentage:

P = - x 100%

N

1. There are 11 students who reach excellent classification. The percentage is as follow:

P = — x 100% = 36.7%

j()

2. There are 16 students who reach good classification. The percentage is as follow:

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3. There are 2 students who reach good classification. The percentage is as follow:

P = ^-x l0 0 % = 6.7%

4. There is only 1 students who reachs poor classification. The percentage is as follow:

P - ^ X 100% = 3.3 %

From the above result, the highest percentage is 53.3 % in good classification. It means that the students have a good level in mastering adjective order.

2. Students’ Translation Skill

The writer used the same way with the variable x to get the data o f variable y (students’ translation skill). The researcher used a multiple- choice completion to measure students’ translation skill. The students were given 20 questions to translate into Indonesian equivalent which contain o f adjective order.

After collecting the data, the writer arranged the list as follow:

Table 4.2

Score of Students’ Translation Skill

No. Name Score

1. Siti Sofriani 95

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5. Nurina Elfa Putri 100

6. Kumia Dewi 70

7. Afidhatus Solikhatul Khoirana 100 8. Siti Munawaroh 100

9. Wiji Astuti 95

10. Monica Lolita Meity 75

11. Fitri Nazilah 70

12. Toyi Ambarwati 90 13. Arina Nurul Izzah 100 14. Agustina Ridho Utami 80

15. Nadya Rizky 70

16. Umi Rodhiyah 100

17. Deliana Wahyu Pradesi 70 18. Aning Sulistyaningsih 70

19. Ina Kumiawati 90

20. Rateh Ambarwati 100 21. Siti Nur Hanifah 100

22. Joko Kriyanto 100

23. Fifrn Susantri 70

24. Aam Amaliah 100

25. Betik Nurwidyawati 100 26. Risa Tofantisari 100 27. Indy Lutfiatun Nashihah 80

28. Maria Ulfa 100

29. Advalina August 85 30. Isti Wulan Khosidah 90

Yy = 2660

Figur

Table 2.1Order of Adjectives

Table 2.1Order

of Adjectives p.31
Table 3.1Chiefs, Academics and Administration Staffs of STAIN Salatiga

Table 3.1Chiefs,

Academics and Administration Staffs of STAIN Salatiga p.49
Table 3.2The Number of Students that Joined Translation I

Table 3.2The

Number of Students that Joined Translation I p.52
Table 3.3The Number of Students that Joined Translation I

Table 3.3The

Number of Students that Joined Translation I p.53
Table 3.4List of Subjects of the Research

Table 3.4List

of Subjects of the Research p.55
Table 4.2Score of Students’ Translation Skill

Table 4.2Score

of Students’ Translation Skill p.62
The Accumulation Data of the Students’ Mastery on AdjectiveTable 4.3

The Accumulation

Data of the Students’ Mastery on AdjectiveTable 4.3 p.65
Table 4.4The Result Data

Table 4.4The

Result Data p.67

Referensi

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